Educational and Women's Rights: The Realities and the Effects of the Hidden Curriculum

Establishment of Women's rights was recognized internationally after World War II with the "Universal Declaration on Human Rights" by the United Nations in 1948. This was followed by several declarations, plans for reform, and conventions such as the "Convention on the Elimination of All Forms of Discrimination Against Women" in 1979. Along with the worldwide movement, in Japan a movement developed to promote cooperative participation in society by men and women. On the surface, with coeducation and the study of home economics by both boys and girls, it would seem that equal education between the sexes was achieved. However, in reality this is not so. Recently in the U. S. attention has been given to the effects of a hidden curriculum which has consequences for gender-stereotyped roles as well as sex discrimination. In Japan it has been clearly proven that textbooks include large quantities of stories, illustrations and descriptions which reinforce sex discrimination and gender-stereotyped roles. Effects of teacher-student interaction in the classroom have been researched only by interviewing teachers. In order to create true equality in education, my approach has focused on the actual behavior of teachers in relation to instilling gender stereotypes and on the recognition by students of a hidden curriculum. The survey of 275 university students reveals four types of gender-stereotyped educational practices commonly found from elementary through high school: (1) The selection of student representatives, (2) the restriction of girls' behavior and the demand for stereotypical roles according to gender, (3) the encouragement or discouragement of ability and talent based on stereotypes about differences in the aptitudes of men and women, and (4) the restriction of vocational choices by girls in vocational guidance and counseling. The survey supports the view that women students and students who are interested in a society based on equality between men and women are well aware of a hidden curriculum and concerned about its effects. Teacher training is a critical component of gender-equal education. Another essential factor is the education of parents and other adults with respect to these issues, since research has shown that gender stereotypes are fostered within the family and home setting